MIME-Version: 1.0
Content-Type: multipart/related; boundary="----=_NextPart_01C64CBE.13972E90"
This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer.
------=_NextPart_01C64CBE.13972E90
Content-Location: file:///C:/6CCBB24E/school-district-accountabilityrules-march2006-notransition.htm
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html; charset="us-ascii"

School and District Accountability Under NCLB

This presentation contains content that your browser may not be able to =
show
properly. This presentation was optimized for more recent versions of Micro=
soft
Internet Explorer.

PI =3D [(number=
of
cohort members scoring at Levels 2, 3, and 4 + the number sco=
ring =
at Levels 3 and 4) ÷ number of cohort member=
s] X 100

=
A Performance Index (PI) is a value from 0 to 200 that is assigned to an accountability group, indicating how that
group performed on a required State test (or approved alternative) in English lang=
uage
arts, mathematics, or science. PIs are determined using the following equations:=

=
At the secondary level, the assessments that are u=
sed
when determining performance indices for
an accountability group are shown below. Beginning with the 2002 Cohort, the second or =
third assessment taken in grade 12 i=
s no
longer excluded from accountability calculations.

•For an accountability group with 40 or more studen=
ts to
make Adequate Yearly
Progress in English lan=
guage
arts (ELA) and mathematics, 95 percent of students enrolled at the time of test administration must have valid scores on an approp=
riate =
assessment.

• In
2005–06, if the participation rate of an accountability group falls =
below 95 percent, the Department will calculate a
weighted average of the
2004–05 and 2005–06 participation rates. If the average participation rate equals or exceeds 95 percent, t=
he
group will meet the
participation requirement.

•Beginning in 2005-06, to make AYP in science,
a district or school with at least 40 students in the “=
;all
student” group (composed of grade 4 and/or grade 8 =
students)
must have valid science scores for at least 80 percent of
those enrolled students.

If a student in grades 3 through 8=
is
incapacitated by ill=
ness
or injury during the entire test =
span>administration and make-up period for English language arts or mathematics, the student is not counted in the denominator when participation =
span>rates are calculated.&=
nbsp;
To use this flexibility, the =
district
must have on file documentation from a medical practitioner that the student was too =
span>incapacitated to be tested.

•For an accountability group with 40 or more studen=
ts to
make Adequate Yearly
Progress in English language arts (ELA) and mathematics, 95 percent of seniors*
musttake an assessment that=
=
meets the student’s graduation requirement i=
n that
subject**.

• In
2005–06, if the participation rate of an accountability group falls =
below 95 percent, the Department will calculate a
weighted average of the
2004–05 and 2005–06 participation rates. If the average participation rate equals or exceeds 95 percent, t=
he
group will meet the
participation requirement.

•

•*Seniors
are students whose STEP record for the district or school reports them as enrolled in grade 12 on June 30, 2=
006 or
as enrolled in grade 12 duri=
ng
the2005–06 school yea=
r and
graduated on June 30, 2=
006.
All students meeting these criteria will be counted as seniors, including
students who are not included in the district or school accountability cohort<=
span
style=3D'font-size:69%'>.

=
•A different cohort of students is measured in each of these areas.Further, the cohort used <=
/span>to measure English and mathematics <=
span
style=3D'position:absolute;top:64.25%;left:8.42%;width:99.06%;height:6.0%'=
>performance has been redefined beginning with the 2002 cohort; the cohort used to measure graduation rate has been redefined beginning with the 2003 cohort. (See Section on Future Cohorts for 2003 Cohort definition.)=

This cohort will be used to
determine if the district or school met the performance requirem=
ents
in English and mathematics at the secondary level for the
2005–06 school year. The 2002 accountability cohort
consists of all students, regardless of their current grade sta=
tus,
who were enrolled in the school on October 6, 2005 (BEDS =
day)
and met one of the following conditions:

§first entered grade 9 (anywhere) during
the 2002–03 school year (July 1, 2002 through June 30, 2003=
);
or

§in the case of ungraded students with
disabilities, reached their seventeenth birthday during the
2002–03 school year.

The State will exclude the following students when
reporting data on the 2002 accountability cohort:

§<=
span
style=3D'font-size:83%'>students who transferred to another high school or
criminal justice facility a=
fter
BEDS day 2005;

§<=
span
style=3D'font-size:83%'>students who transferred to an approved alternativ=
e high
school equivalency
preparation (AHSEP) or high school equivalency
preparation (HSEP) program (CR 100.7) after BEDS day 2005 and met the conditions stated on the=
next slide;

§<=
span
style=3D'font-size:83%'>students who left the U.S. and its territories aft=
er
BEDS day 2005; and

<=
span
style=3D'font-size:83%'>§<=
span
style=3D'font-size:83%'>students who died after BEDS day 2005.

Students will be removed from the cohort for the school and district from =
which
they transferred to an approved GED program if the final enrollment record
shows that on June 30, 2006 the student

a) has earned a high school equivalency diploma; o=
r

b) is enrolled in an approved GED program.

Students will be removed from the school=
cohort
if the enrollment records show that the student has transferred to =
a different
high school and is working toward or has earned a high school diploma.
=
;

Students will be removed from the district
cohort if the enrollment records show that the student has transferred to a
high school in a differentdistrict<=
/b> and is working toward or has earned a high school
diploma.

2001 Graduation-Rate Cohort=3D M=
embers of
the 2001 school accountability cohort + students eliminated from that cohort solely becaus=
e they
transferred to a GED program.

2001 Graduation Rate=3D=
span>Numbe=
r of
graduation-rate cohort members who earned a =
Regents or local diploma on or before August 31, 2=
005 &divi=
de; number of graduation-rate <=
span
style=3D'font-size:75%'>cohort members.

Example:

2001 school accountability cohort count =3D 153

Students eliminated from this cohort because they
transferred to a GED program =3D 7=

This cohort is used to determine AYP in English and
mathematics at the secondary level for the 2004–05 school year. The =
2001
accountability cohort consists of all students, regardless of their current
grade status, who were enrolled in the school on October 8, 2003 (BEDS day)
and met one of the following conditions:

•=
;first entered grade 9 (anywhere) during the
2001–02 school year (July 1, 2001 through June 30, 2002); or
=
span>

•=
;in the case of ungraded students with disabilities,
reached their seventeenth birthday during the 2001–02 school year.=
13;

The Annual Measurable Objective (AMO)is the PI value that signifies that an accountability group is making satisfacto=
ry
progress toward the goal that 100% of students will be proficient in the
State’s learning standards in ELA and math by 2013–14. The State
Standards
are the PI values that signify minimally satisfactory performance in =
science or graduation r=
ate.=
13;

A confidence
interval is a range of points aro=
und an
AMO for an accountability group
of a given size that is considered to be not significantly different than =
the AMO. The four small squares below represent four s=
chools
with the same PI but with
different numbers of tested students.&nbs=
p;
The vertical lines represent the confidence interval for each school based on the n=
umber
of students tested.The =
more students tested, the smaller the confidence
interval.

•An Effective AMO=
is the lowest PI that an accountability
group of a given size can achieve in a subject for the group’s PI not to be
considered significantly
different from the AMO for that subject. If an accountability group's PI equals or exceeds the Effective
AMO, the group is considered to have made AYP.

Effective
AMOs

Grades 3-8 Effective AMOs for 200=
5–=
;06
will be determined after operational test data a=
re
available in late summer.

•Safe Harbor is an alternate =
means
to demonstrate AYP for accountability
groups whose PI is less than their Effective AMO. The unadjusted Safe Harbor Target calculation for ELA =
and
math for 2005–06 using the
2004–05 PI is:

For
a group to make safe harbor in English or math, it must meet its Safe Harb=
or =
Target and also meet the science (at the elementar=
y and
middle levels) or graduati=
on
rate (at the secondary level) qualification for safe harbor. To qualify at=
the elementary and middle level, the group must ma=
ke the
State Standard or its Progress
Target in science in grades 4 and 8 (if both are included in the school). =
At the secondary level, it must make the State Standa=
rd or
its Progress Target for graduation
rate.

*=
Safe harbor will be adjusted in
relation to the new AMOs for 2005-06.

In 200=
4-05
this group did not make its Effective AMO. It was assigned a safe harbor
target for 2005-06 based on the PI it achieved. This PI will be adjusted b=
ased
on the AMO established for grades 3-8 ELA for 2005-06.

•Tip:You can find the unadjusted
safe harbor target on the
district or school accountability report available at www.emsc.nysed.gov/irts<=
/span>. Only accountability =
groups that either did not make AYP =
in
2004-05 or mad=
e AYP
using safe harbor will have safe harbor targets for 2005-06.

Though this group’s PI for 2005–06 (102) was less than its Effective AMO (103), =
the PI
was greater than its Safe Harbor Target (99). Therefore, this group made its Safe Harbor Targ=
et. To
make AYP, the group must also qualify to make safe harbor. To qualify, the
science PI for this group must equal or exceed the State Standard or its
Progress Target in grades 4 and 8 science. If a school includes grades 4 a=
nd
8, scores on both science tests will be usedto calculate the science PI.

•To qualify to make safe harbor in ELA and math at the elementary <=
/b>and middle level, the PI for elementary- and middle-level science combined for a group must equal or exceed the State
Standard (100) or the
group’s Progress Target.

•

•To qualify to make safe harbor in ELA and math at the secondary =
b>level,=
the
percent of the 2001 graduation-rate cohort earning a local <=
span
style=3D'position:absolute;top:60.5%;left:4.68%;width:102.99%;height:4.5%'=
>diploma by August 31, 2005 must equal or exceed the
State Standard (55 per=
cent)
or the group’s Progress Target for secondary-level graduation rate.

§I=
f an
accountability group did not test 30 or more students in ELA or mathematics at the elementary or middle level in 2=
004–05, then =
results for 2003–=
04 and
2004–05 were combined to calculate the =
target. If there were s=
till
not 30 or more tested students in the group, =
the group was assigned =
a Safe
Harbor Target of 20.

§I=
f an
accountability group in the 2001 cohort had fewer than 30 =
members, then results for the 2000 and 2001 cohorts were combined <=
/span>to calculate the ELA and
mathematics targets at the secondary level. <=
span
style=3D'mso-bidi-font-family:Arial;font-size:66%'>If the combined cohorts=
had
fewer than 30 members in the group, the group was assigned a Sa=
fe
Harbor Target of 20.

§If an accountability group’s Safe Harbor Target=
for
2005–06 exceeds its Effective AMO, the Safe Harbor Target on the Accountability <=
/span>=
Status Report will be printed as the
Effective AMO.

Progress Targets are
determined in science at the elementary-middle
level* and in graduation rate at the secondary
level for groups that do not meet the State Standard. To make AYP in science or graduation rat=
e, the
“All Students” gro=
up
must meet the State Standard or its Progress
Target. To qualify for safe harbor in ELA and math, an accountability group must meet the State Standa=
rd or make its Progress Target. Progress Targets in scie=
nce
and graduation rate f=
or the
following year can be found on the Accountability
Status Report part of the<=
span
style=3D'font-size:92%'> New York State District/School Report Card.

*If
a school includes only grade 4 or grade 8, the science PI and Progress Target will be based on that grade=
.

Progress
Targets are calculated in science at the elementary and middle <=
span
style=3D'font-size:83%'>levels for schools whose performance is below the =
State
Standard. Schools that make=
their
Progress Target are considered to have made AYP in science and to qualify for safe harbor in E=
LA and
math in grades 3-8.
=
;

At
the elementary and middle levels, the Science Progress Target is the value that the PI for the “All Students̶=
1;
group must equal or exceed. For 2005–06, this target is determined by adding one point =
to the
2004–=
;05 PI.

Though this group’s PI for 2005–06 (99=
) was less than the State Standard (100), =
the PI
was greater than its Progress Target (98). Therefore, this group qualifies to make Safe Ha=
rbor
in middle-level ELA and math. To make Safe Harbor in ELA or math, the group
must also meet its Safe Harbor Target in that subject.

Sample Qualification for ELA Safe Harbor for Group in School with =
Grades 6-8

Progress
Targets are calculated in graduation rate at the secondary level for schools whose performance is below the State Stand=
ard.
Schools that make their Progress
Target are considered to have made AYP in graduation rate and to =
span>=
qualify for safe harbor in ELA and math at the sec=
ondary
level.

At
the secondary level<=
/b>, the 2005–06 Graduation-R=
ate
Progress Target is the value
that the Percent of the 2001 Graduation-Rate Cohort Earning a Local =
Diploma by August 31, 2005 for the “All
Students” group must equal or exceed. =
For 2005–06, this target=
is
determined by adding one point to the Percent of the =
2000 Graduation-Rate Cohort Earning a Local Diplom=
a by
August 31, 2004.

Example:

Graduati=
on-Rate
Standard =3D 55

Percent
of the 2000 Graduation-Rate Cohort Earning a Local Diploma by August <=
span
style=3D'font-size:75%'>31, 2004 =3D =
53

Though this group’s percent of the 2001
graduation-rate cohort earning a local diploma by August 31, 2005 (=
47) wa=
s less
than the State Standard (55), the percent was equal to its Progress Target (<=
/span>47).
Therefore, this group qualifies to make Safe Harbor in secondary-level ELA=
and
math.

§T=
o be
identified for improvement status, a school must fail to make adequate yearly progress (AYP) for two consec=
utive years on the same measure. The school may fail to =
make AYP for those two years because of two different <=
/span>accountability groups (e.g., White students in one=
year
and Asian students in=
the
next year).

§I=
f a
previously identified school fails to make AYP on the measure for which it was identified, it moves to t=
he
next highest status on=
the
continuum.

§I=
f an
identified school makes AYP, it remains in the same status on the continuum.

§T=
o be
removed from improvement status on a measure, the school must make AYP on that measure for two conse=
cutive
years. The school=
may
remain or be placed in improvement status
on another measure for which it has not made AYP.

§T=
he
district results are aggregated for all students attending school in the district as well as contin=
uously
enrolled students the district
places outside of the school district
(e.g., in BOCES, approved private placements).

§T=
o be
identified for improvement status in an accountability area, a district must fail to make =
AYP
for two consecutive years=
in
ELA or mathematics at both grade levels
(elementary-middle and secondary) or in science or in graduation rate.

§I=
f a
previously identified district fails to make AYP at each applicable grade level in the accountability area for which=
it was identified, it moves to the next highest status on the =
continuum.

*A school must fail to make AYP for two consecutive
years to be placed=
in
improvement status. A school that makes AYP for two consecutive years is removed from improvement stat=
us for
the subject and grade =
in
which it was identified.

§S=
chools
that do not receive Title I funding do not have a federal status.
§<=
span
style=3D'font-size:75%'>To become a School in Need of Improvement, a school must fail to make AYP for two consecutive <=
/span>years in which it receives Title I funding.
=
span>§<=
span
style=3D'font-size:75%'>If a school in federal improvement status stops =
span>receiving Title I funding, a record of its last st=
atus
is maintained until =
it
resumes receiving Title I funding. State
status would continue regardless of the federal status.

§W=
hen
funding resumes, the school assumes the status it would have had in the first year that it=
did
not receive funding.=
13;§<=
span
style=3D'font-size:75%'>However, if a school without funding makes AYP for=
two consecutive years, it will be in good standing=
when funding resumes.

Years of Failure Under Title I to Make AYP in a <=
span
style=3D'position:absolute;top:28.74%;left:16.47%;width:29.58%;height:4.5%=
'>Subject and Grade

*A
school must fail to make AYP for two consecutive years to be placed in improvement status. A school that makes =
AYP
for two consecutive years =
is
removed from improvement status for the subject and grade in which it was identified.
=

•Beginning with the 2003 graduation-rate cohort (used for accountability in 2007-08):
<=
/span>

§<=
span
style=3D'font-size:88%'>students are included in the cohortbased on the year they first enter grade 9 (or for <=
/span>ungraded students, the year they turn 17).

§<=
span
style=3D'font-size:88%'>students who have spent at least five months in a district/school during year 1, 2, 3, or 4 of =
high school are part of the district/school cohort unless they transfer to another diploma-granting program.

•A student will be included in the district/school =
cohort
if the student’=
;s
last enrollment record in the district or school shows:

§<=
span
style=3D'font-size:75%'>that the student was enrolled for at least five =
span>continuous (not including July and August) months =
and th=
e ending
reason was not one of the following: transferred
to another New York State district or school, died, transferred by court order, or left =
the
U.S.

§<=
span
style=3D'font-size:75%'>less than five month’s enrollment and an=
ending reason indicating that the student dropped out or =
transferred to a GED program and the
student’s previ=
ous
enrollment record in that district/school (assuming one exists):

–indicates that the student dropped out or transfer=
red to
a GED program, and=
13;

–that the student was enrolled in the district/scho=
ol for
at least five months.
=

<=
span
style=3D'position:absolute;top:43.25%;left:13.48%;width:82.95%;height:5.25=
%'>§<=
span
style=3D'font-size:86%'>A student who entered grade 9 at the school in September 2003 and dropped out in the March 2004 <=
/span>and did not reenter a diploma-granting program (enrolled for five months).

<=
span
style=3D'position:absolute;top:65.75%;left:13.48%;width:91.01%;height:5.25=
%'>§<=
span
style=3D'font-size:86%'>A student who entered grade 9 at another school in=
September 2003 and transferred to West in <=
/span>September 2006 and remained enrolled until =
February 2007 (enrolled for five months).

<=
span
style=3D'position:absolute;top:43.25%;left:13.48%;width:82.95%;height:5.25=
%'>§<=
span
style=3D'font-size:86%'>A student who entered grade 9 at the school in September 2003 and dropped out in December =
2003 and did not reenter a degree-granting program=
(not enrolled for five months).
=

<=
span
style=3D'position:absolute;top:65.75%;left:13.48%;width:91.01%;height:5.25=
%'>§<=
span
style=3D'font-size:86%'>A student who entered grade 9 at another school in=
September 2003 and transferred to West in <=
/span>September 2006 and dropped out in December =
2006 (not enrolled for five months).
=
span>